The Power of Biliteracy Trajectories for Holistic Student Assessment

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Research shows that students who are learning to read in two languages follow different trajectories than their monolingual peers. What do these trajectories look like—and how can you best assess students’ literacy skills in two languages?

Join us for the answers, as two researchers from the renowned Literacy Squared project discuss the concept of biliteracy trajectories and explain their transformative impact on assessment and instruction. You’ll understand:

The development and role of biliteracy trajectories in providing a comprehensive view of students’ literacy progress in both Spanish and English.
How biliteracy trajectories enable educators to assess students’ literacy development more accurately by considering performance in both languages.
How biliteracy trajectories can be implemented at the classroom, school, and district levels to inform instructional decisions and support students’ success.

Presenters:

Dr. Susan Hopewell

University of Colorado

Susan Hopewell, PhD, is Associate Professor of Education in the Division of Equity, Bilingualism, and Biliteracy at the University of Colorado, Boulder. She is interested in issues of language, culture, equity, and identity, especially as they affect—or are affected by—literacy practices. Prior to becoming a professor, she spent 12 years as a classroom teacher and literacy specialist in bilingual elementary schools.

Dr. Jody Slavick
University of Colorado

Jody Slavick, PhD, is Research Associate at the University of Colorado, Boulder, and Director of Professional Development for the Literacy Squared project. Her early career included roles as a dual language coach, district ESL/dual language resource teacher, middle school ESL and Spanish language arts teacher, elementary bilingual teacher, preschool bilingual developer, and adult ESL teacher.

Doris Chávez-Linville
Renaissance

Doris Chávez-Linville, MS Ed, is Senior Director of Linguistic and Culturally Diverse Innovation at Renaissance. In this role, she advocates for the best tools in the marketplace to support and uplift linguistically and culturally marginalized student populations. She is a former bilingual and migrant education teacher, and she is also currently a doctoral student at the University of Pennsylvania.

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